ABSTRACT Beginning teacher resilience has become a topic of international interest, as all school districts are invested in retaining talented teachers. This study builds on extant literature on the role of mentors by examining the influence of mentoring on beginning teachers’ perceptions of acceptance not only in the school but in the larger community through a sociocultural theoretical framework. Through an examination of 14 beginning teachers working in Hillside Public Schools, a district geographically considered rural, but with many indicators of an urban district, the article explores the question: how and to what extent does mentoring build beginning teacher resilience? Data reveal that beginning teachers show signs of developing resilience when they feel accepted by the school community. Mentoring, whether formal or informal, contributes to beginning teachers’ overall feelings of acceptance; such acceptance can help negate beginning teachers’ perceptions of unpreparedness for the demands of teaching in a high-needs school.

中文翻译：

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建立初级教师的适应力：探索指导与情境接受之间的关系

摘要 由于所有学区都投资于留住有才华的教师，因此初级教师的适应能力已成为国际关注的话题。本研究建立在关于导师作用的现有文献的基础上，通过社会文化理论框架，研究了导师对初级教师接受感的影响，不仅在学校，而且在更大的社区中。通过对在 Hillside 公立学校工作的 14 名初级教师的检查，该地区在地理上被认为是农村地区，但有许多城市地区的指标，本文探讨了一个问题：指导如何以及在多大程度上建立初级教师的适应力？数据显示，当新任教师感到被学校社区接受时，他们会表现出发展韧性的迹象。指导，无论是正式的还是非正式的，有助于开始教师的整体接受感；这种接受可以帮助消除初级教师对高需求学校教学需求没有做好准备的看法。